He hauora te taonga

Kuhu atu ki te akomanga… he aha tāu e kite ai?

Step into the classroom… what do you notice?

Is hauora something we simply talk about, or is it something our ākonga can truly see, feel and live every day? What happens when learning in HPE is made visible through Te Whare Tapa Whā and shifts from theory into lived experience? This is where real change begins, where ākonga grow in confidence, strengthen their identity and learn to care not only for themselves, but for each other.

Observing Hauora in Action

At Te Kamo Intermediate School, learning grounded in Te Whare Tapa Whā has provided ākonga with a powerful and culturally relevant framework to understand hauora. Through Making Learning Visible, ākonga are developing a deeper awareness of the interconnected nature of tinana, hinengaro, wairua and whānau, and how these dimensions shape our overall hauora.

Whaea Casey, kaiako in Nīkau syndicate shares :                                                                                            

“a key strength of this learning has been its ability to connect ākonga to te ao Māori and their own cultural identity. The use of the whare as a metaphor has supported ākonga to see the “bigger picture” of wellbeing, reinforcing balance and interdependence across all aspects of life. Understanding the origins of the model, including the work of Tā Mason Durie, alongside exploration of relevant statistics, has further deepened their insight and critical thinking.

Learning has been strengthened through wānanga approaches, where open kōrero and shared whakaaro have enabled ākonga to explore ideas in multiple ways. Tikanga such as karakia and mihimihi were already normalised within the classroom, contributing to a culturally safe and inclusive environment. Now there is also a growing sense of collective responsibility for tikanga, with ākonga actively supporting one another to uphold shared values and expectations to strengthen their whare tapa whā.

Importantly, ākonga are beginning to view experiences beyond the individual lens, recognising patterns, challenges and strengths across groups and communities. This has included exploring historical contexts, such as life pre-colonisation and the evolving dynamics of whānau and society over time. Conversations around diverse whānau structures, including step-parent relationships, have enabled students to see their own realities reflected and valued within the learning.”

Kaiako have observed that this learning is helping to reduce potential disconnection from culture and identity, reinforcing the importance of embedding culturally responsive frameworks within teaching and learning programmes. Casey adds “The intentional layering of learning experiences has been critical, allowing ākonga to build depth, make connections and strengthen understanding over time.”

Overall, kaiako are confident that this learning approach is supporting ākonga to develop a stronger sense of identity, tū rangawaewae and hauora within the classroom and wider school community, while also fostering and encouraging respectful, culturally grounded learning environments where tikanga is visible, valued and lived.

Personal Growth Through Te Whare Tapa Whā - Ashlee Year 8 ākonga

Since last year, Ashlee has noticed a significant shift in how she supports her own wellbeing and the wellbeing of others. She has a growing awareness of what it means to care for her own whare, “I do a lot more to help my whare… using strategies like listening to music. For those who identify as overthinkers, like myself, simple but powerful strategies such as drawing, connecting with friends and taking time to focus are helping to bring mauri tau into my every day.”

Creative and cultural experiences have become important tools for self-regulation. When drawing, Ashlee shared, “I think about what I’m drawing instead of everything else happening.” This same sense of focus is found in kapa haka, where keeping focus supports her emotional regulation, her confidence and cultural connection: “It made me feel confident in myself and connected to my culture.” These experiences have supported a strong sense of growth, with a clear reflection: “Across the years. I’ve grown a lot.”

There is also a deepening awareness of others. Ākonga are not only thinking about their own wellbeing, but also the wellbeing of those around them: Ashlee confidently shared “I think about myself and I think about other people and care about their whare tapa whā.” This has strengthened taha whānau, as ākonga build closer connections by supporting others with their mahi, being social and showing respect to all people, even those who are not their closest friends.

Learning through a Te Whare Tapa Whā lens has made a clear difference. Ākonga describe how it supports them to learn, reflect and find calm, while also recognising that everyone has unique ways of supporting their own wellbeing. This has helped normalise kōrero around hauora and encouraged a shared understanding of self-care and wellbeing strategies in many different contexts.

Ākonga also reflected on their learning journey over time. Some first encountered the model in Year 5 and 6 but noted that their understanding deepened significantly through experiences at intermediate: “Through experiences and talking as a class, we can relate and make connections, which helps us understand each other in those moments.” This highlights the importance of ease, relevance, and relatability in learning.

Kaiako play an important role in this space, supporting ākonga to find their mauri tau, using strategies to help them settle, regulate and return to learning when needed. This intentional support, alongside opportunities for kōrero and reflection, strengthens both engagement and a collective hauora.

Looking ahead, ākonga are thinking about their next steps. There is a desire to try new things, connect with different people and get more physically active. However, some have identified challenges, such as fear of judgement and feeling self-conscious. As one ākonga reflected, “I don’t want to be seen as being bad at something.” Yet, there is a powerful shift in mindset: “It’s okay to give things a go… it’s okay to grow.”

Hemi Shares His Story of Learning and Growth (Year 8 ākonga)Through our learning of Te Whare Tapa Whā, we're developing a deeper awareness of ourselves and how our hauora is shaped across all areas of our life.

Hemi shared that his taha hinengaro (mental and emotional wellbeing) has strengthened. He is making positive choices such as staying out of trouble, choosing friends wisely and trying to complete his work. There is a growing sense of confidence in learning about Te Whare Tapa Whā, with Hemi reflecting, “I know more now than I did before.” He is also developing strategies to manage emotions, such as going for a bike ride to process feelings of anger or frustration and finding calm in te taiao.

In taha tinana (physical wellbeing), Hemi and his classmates are recognising the importance of being active and taking care of their environment. Activities such as playing sports, engaging in music and kapa haka and even cleaning their room are seen as ways to feel good. Hemi shared the satisfaction of cleaning his room, describing it as “a relaxing moment where he can sit and feel proud of his space”. Improved routines, including better sleep, are also being noticed.

Taha whānau (social wellbeing) is evident in the way ākonga support and uplift others. Hemi spoke about encouraging his peers during lunchtime sports and showing up to tautoko even when he’s not directly involved. These values are strongly influenced by role models, with Hemi acknowledging the impact of his kaiako and whānau: “I learned that from whaea Casey and my whānau – they have always supported others.”

Hemi is also connecting deeply with taha wairua (spiritual wellbeing) through time in te taiao. Experiences such as walking in the forest, finding a river and jumping in were described as moments that bring a sense of peace, happiness and connection.

Whakaaro shared and wisdom grown

This growing confidence is supported by the importance of stepping outside comfort zones and connecting with a wider range of peers, building strong, inclusive relationships across friend groups. I get a sense, that this learning is supporting ākonga to build greater awareness of themselves and each other, strengthening their ability to make positive choices, manage their hauora and contribute to a supportive, connected environment across their kura.

From kōrero alongside kaiako, between ākonga it is overwhelming positive to observe ākonga demonstrating:

• Increased self-awareness and self-regulation strategies
• Stronger confidence and cultural connection
• A growing sense of empathy and care for others
• Willingness to learn, grow and step into new challenges

This reflects a meaningful ongoing journey of growth, where ākonga are not only understanding Te Whare Tapa Whā—they are actively living it and deepening their understanding of the world around them strongly supported by their kaiako and wider kura community.

Article written by Erin Steel, Healthy Active Learning Facilitator